Argument mapping method and critical thinking dispositions of learners in Physics

Abstract

The quasi-experimental study was conducted to determine the effect of argument mapping method of teaching to the critical thinking dispositions of learners in Physics. Argument mapping presents ideas in a verbal-diagrammatical representation through boxes and arrows. It includes arguments or premises and contentions. The subjects of the study were the 56 Grade 10 learners for the School Year 2020-2021. The subjects coming from the two (2) intact groups were determined using matching criteria limited to sex, Final Grade in Science 9 in the previous School Year, and First Quarter Grade in Science 10 in the current School Year. Random group assignment was done using toss coin method. The Critical Thinking Dispositions of learners in Physics were determined using a researcher-made CTD Inventory which was given as pretest and posttest. The Self-Learning Modules (SLMs) in Science 10 for the Second Quarter was used for the controlled group. The same SLMs were modified to embed argument mapping activities and were used in teaching the experimental group. There were a total of seven (7) SLMs implemented for seven (7) weeks for both groups containing the Most Essential Learning Competencies for Grade 10 learners as prescribed by the DepEd. The learners in the AM group have a "very strong CTD". This is an indication of the learners' strength in overall CTDs. Also, they have "very strong CTDs" in intellectual honesty, objectivity, methodical, logical, intellectual curiosity, and reflective thinking subcategories and a "strong CTD" in intellectual self-confidence CTD. This is an indication of strength in CTDs and a positive inclination to possess these CTDs. Learners in the non-AM group have a "strong CTD" in the posttest. They also have a "strong CTDs" for the subcategories of intellectual honesty, objectivity, methodical, logical, intellectual self-confidence, intellectual curiosity, and reflective thinking subcategories. Results implied that learners in the non-AM group have a positive inclination towards critical thinking dispositions. The mean gain scores of the learners in the AM Group is higher than that of the Non-AM Group. Results mean that there is a higher increase of mean scores from pretest to posttest in the AM group than the non AM group. Moreover, results revealed that there is a significant difference between the posttest mean scores in CTDs of learners between the two groups favoring the experimental group. This indicates that learners in the experimental group scored higher in the posttest in critical thinking dispositions in Physics than those in the controlled group. Results also revealed that the difference in the mean gain score in critical thinking dispositions in Physics between the two groups is significant. This means that the learners exposed to argument mapping method of teaching scored higher from pretest to posttest than those in the non-argument mapping method group. The results of the study imply that argument mapping method has a positive effect to the critical thinking dispositions of learners. Moreover, argument mapping method of teaching can be used to increase the learners' critical thinking dispositions. The researcher recommends that learners be exposed to critical thinking activities such as constructing argument maps and be given opportunities to collaborative works and communicate their ideas. The critical thinking dispositions of learners can be promoted when they are constantly exposed to activities which require them to use critical thinking. Also, it is strongly recommended that further studies be conducted to develop better instruments to measure the critical thinking dispositions of learners.